benton library media center
2009-10 End of Year Report
BENTON LIBRARY MEDIA CENTER END OF YEAR REPORT SECTION 1: INSTRUCTIONAL INITIATIVE
Beginning with the 2009-10 school year, it is a goal of the Library Media Specialist to conduct information literacy instruction in at least one classroom of every teacher. As of this date, 9 academic departments at Benton High School have been reached, with approximately 30 total teachers conducting a rigorous research assignment with at least one class. These instructional sessions usually consist of a period of information literacy instruction, including lessons on how to search (basic vs. advanced searches) as well as where to search (Google vs. databases). The appropriate resource is chosen and customized to fit the needs of the learners within the scope of the lesson. Each lesson has been correlated with three sets of standards. First, DESE’s Information Literacy CLEs (currently under revision) are used. As well, the American Association of School Librarians’ (AASL) Standards for the 21st Century Learner are correlated. Finally, ISTE’s National Educational Technology Standards for Students (NETS-S) are used, as all of these lessons involve the use of technology. Following this listing of instructional sessions are detailed database usage statistics for the approximately 30 databases owned by Benton High School. While many of these databases are provided by MOREnet at no cost, specialized subject databases have been chosen to meet the needs of our learners. In glancing at the statistics, it is clear that usage is high among all databases. Following most instructional sessions, database usage spikes for the database chosen for the lesson. This displays the need for these specialized resources within the classroom, even following an instructional session. Note that besides subscription databases, other freely available websites and tools have been used, along with other purchased products. For instance, if websites fit the assignment requirements better than a subscription database, a guide was built using either Jog the Web (free) or LibGuides (purchased).
DEPT
SOCIAL STUDIES
TEACHER
LESSON
STANDARDS
K. Dickkut
Change in history throughout the Renaissance, Reformation, and Scientific Revolution
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3b, 3c
M. Tabor
Change in history throughout the Renaissance, Reformation, and Scientific Revolution
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3c
B. Nash
Change in history throughout the Renaissance, Reformation, and Scientific Revolution
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3c
D. Sherard
Book review assignment for dual credit history course
CLE: 2B, 3A, 3B AASL: 1.1.8 ISTE: 3b
J. Keith
Issues in Latin American countries
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3b, 3c
RESOURCES
DEPT
COMM ARTS
TEACHER
LESSON
STANDARDS
A. Miller, K. Lock
Topic of student’s interest and choosing
CLE: 2B, 3A, 3B AASL: 1.2.2 ISTE: 3b, 3c
Shakespearean R. Chamberlain characters across genres
CLE: 2B, 3A, 3B AASL: 2.1.1 ISTE: 3b, 3c
K. Snyder, L. Laipple
Personal history project
CLE: 2A, 3A, 4A, 5C AASL: 1.2.2, 1.2.3 ISTE: 3a, b, c, d
K. Turner
Housing prices graphing assignment
CLE: 2B, 3A, 3B AASL: 1.1.6, 2.1.2 ISTE: 2b, 3b, 3c
S. Naber
Housing prices graphing assignment
CLE: 2B, 3A, 3B AASL: 1.1.6, 2.1.2 ISTE: 2b, 3b, 3c
M. O’Dell
Housing prices graphing assignment
CLE: 2B, 3A, 3B AASL: 1.1.6, 2.1.2 ISTE: 2b, 3b, 3c
T. Gach
Housing prices graphing assignment
CLE: 2B, 3A, 3B AASL: 1.1.6, 2.1.2 ISTE: 2b, 3b, 3c
MATH
RESOURCES
DEPT
TEACHER
LESSON
STANDARDS
S. Nash
Shark cartilage as an alternative treatment for cancer
CLE: 2B, 3A, 3B, 4C, 4D AASL: 1.1.4, 1.1.7 ISTE: 2d, 3b, 3c
J. Kelly
Characteristics of biomes and endangered species
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3b, 3c
E. Nash
Various species of arachnida and their characteristics, endangered status
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3b, 3c
B. Jones
Researching differences between acids and bases and current research on each
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3b, 3c
S. Fowler, A. Paolillo
Researching/ synthesizing information on oil spill, food webs, genetic disorders
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3b, 3c
A. Roseberry Various health B. Goodwin resources for use PE/HEALTH B. Hubbard, in PE, Health, B. Stackhouse ROTC courses
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3b, 3c
SCIENCE
RESOURCES
DEPT
BUSINESS
TEACHER
LESSON
STANDARDS
C. Liles
Careers assignment investigating job outlook and salary
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.8 ISTE: 3c
V. Gaiser
Marketing assignments investigating financials of companies
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3c
T. Talbot
Stock market research concerning buying of stock in one company
CLE: 2B, 3A, 3B, 4C, 4D AASL: 1.1.4, 1.1.7 ISTE: 3c
CLE: 5C, 6B Redesigning school AASL: 4.2.1, 3.4.1, 3.4.3 website with Adv. ISTE: 1c, 4a, 4b, 4c, 4d, Web Design 6a, 6b, 6c, 6d J. Hays CLE: 2B, 3A, 3B, 6B Studying AASL: 2.2.4, 3.3.4 typography with ISTE: 1c, 4a, 4b, 4c, 4d, Web Design 6a, 6b, 6c, 6d
FOREIGN LANGUAGE
T. Punzo
Spanish-speaking countries assignment concerning demographic and geographic data
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3c
RESOURCES
DEPT
FACS
TEACHER
LESSON
STANDARDS
H. Ezzell
Research concerning FCCLA history
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3c
B. Taliaferro
Medical issues surrounding pregnancy
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3c
T. Allen
Foods unit concerning American and Italian recipes
CLE: 2B, 3A, 3B AASL: 1.1.4, 1.1.7 ISTE: 3c
L. Davis
Studying a 20th century American artist and their contributions
CLE: 2B, 3A, 3B, 6B AASL: 1.1.4, 1.1.7 ISTE: 3c
R. Reigert
Studying a 20th century American artist and their contributions
CLE: 2B, 3A, 3B, 6B AASL: 1.1.4, 1.1.7 ISTE: 3c
ART
RESOURCES
DATABASE SEARCHES AUG SEPT OCT NOV DEC JAN FEB Academic OneFile Agriculture Collection
APR
MAY
AVG
865
865
4
545
313
165
82
48
3
4
368
675
675
N/A
411
264
102
86
48
3
4
290
87
353
1987
112
1774
92
3
4
1194
Biography 2538 2536 Resource Center Business Economics and Theory
MAR
709
709
N/A
443
263
102
82
48
3
4
2321
Business and 674 Company ASAP
674
N/A
425
246
98
82
48
3
4
288
Business and Company 865 Resource Center
865
N/A
580
280
98
82
33
3
4
354
Communications and Mass Media 668 Collection
668
N/A
411
254
106
86
48
3
4
287
660
660
N/A
411
246
102
82
48
3
4
283
664
664
N/A
411
250
102
86
48
3
4
285
659
659
N/A
411
245
100
82
49
3
4
291
691
691
N/A
425
263
102
97
50
3
4
297
Fine Arts and 1022 1022 N/A Music Collection
411
608
102
419
73
3
4
464
411
246
102
82
48
3
4
283
411
258
114
82
48
4
4
290
684
59
7
15
N/A
1
258
425
Criminal Justice Collection Culinary Arts Collection DISCovering Collection Educator’s Reference Complete
Gardening, Landscape, and 660 660 N/A Horticulture Collection General OneFile 672 672 N/A Global Issues in N/A N/A 564 Context
DATABASE SEARCHES (cont.) AUG SEPT OCT NOV DEC JAN FEB MAR Grzimek’s Animal Life Health Reference Center Academic Health and Wellness Resource Center History Resource Center: US History Resource Center: World Home Improvement Collection Hospitality, Tourism, and Leisure Collection
AVG
69
34
10
4
6
2
25
678 678 N/A
429
246
102
82
48
3
3
288
578 578 N/A
354
221
98
81
33
5
74
322
N/A N/A
7
845
261
122
97
33
164
9
290
N/A N/A
11
453
240
103
81
47
164
9
190
660 660 N/A
411
246
102
82
48
3
4
283
664 664 N/A
411
250
102
86
48
3
4
285
664 664 N/A
415
246
102
82
48
3
4
285
348
260
96
103
52
3
0
111
N/A N/A N/A
353
353
0
257
96
3
0
135
186
128
41
19
82
15
158
4
223
1411 1411 N/A
942
462
119
90
89
27
21
614
Small Business 571 571 N/A Resource Center
349
219
96
81
33
3
4
247
Student Edition: 662 662 N/A InfoTrac
418
245
101
82
48
3
4
284
464
1401
1238
98
51
3
8
418
Literature N/A N/A Resource Center LitFinder for Schools Opposing Viewpoints Popular Magazines
Student Resource Center: Gold
6
N/A N/A
12
MAY
5
Informe!
N/A N/A
APR
5
10
3
BENTON LIBRARY MEDIA CENTER END OF YEAR REPORT SECTION 1I: EXAMPLE SHOWING DEPTH OF INSTRUCTION
The following lesson has been chosen to demonstrate what the depth of a typical instructional session and the collaboration between LMS and teacher. TEACHER
LESSON
STANDARDS
S. Nash
Shark cartilage as an alternative treatment for cancer
AASL: 1.1.4, 1.1.7 ISTE: 2d, 3b, 3c
PROMPT: Conduct a mini-debate over the use of shark cartilage as an alternative treatment to cancer using information sets provided by teacher. Continue discussion online using freely available Internet resources as evidence.
RESOURCES
COLLABORATION: Mr. Nash and Mrs. Corey discussed the prompt and the objective of the lesson - to introduce peer-reviewed sources into student research. As well, the online discussion served as a starting point for the lesson, including the “shades of gray” comment made by Mr. Nash.
FACE-TO-FACE LESSON: A slideset was constructed using annotated screenshots of student’s Internet resources. Search techniques and the peer review process were covered in depth. Complete slideset is included in display.
ONLINE COMPONENT: Supporting blog posts were provided to continue the lesson outside of the classroom. These blog posts included extra resources as well as a supplementary discussion concerning issues that were brought up during the face-to-face lesson.
SUPPORT: Continued instructional support was provided in the form of a screencast video demonstrating persistent linking in databases. As well, support was provided via continued online discussion concerning issues covered during the original face-to-face lesson, i.e. evaluation of information.
BENTON LIBRARY MEDIA CENTER END OF YEAR REPORT SECTION II1: LITERACY INITIATIVE
Benton High School has multiple SIP goals relating to supporting and promoting literacy among students as a means of raising test scores and closing the achievement gap. As a result, the library began an initiative to raise the circulation rates of the print collection beyond the levels of previous years. In a manner similar to celebrity posters, the LMS created a Read @ Benton poster campaign. Both students and teachers volunteered to participate in order to promote reading in general as well as popular print titles. In the end, 14 students, 15 teachers, and 1 alum participated. However, this initiative, while creative, must be supported by data. In reviewing the book checkouts for the period prior to (Aug-Oct) and following (Novpresent) the poster campaign, there is a definite increase from 1000 checkouts per month to 2000 checkouts per month. ENTIRE SET: flickr.com/bentonlibrary - Read @ Benton set
BENTON LIBRARY MEDIA CENTER WALKTHROUGH DATA SECTION 1V: REFERENCE/TECHNOLOGY ASSISTANCE
Finally, one goal of the library is to extend assistance to students and teachers both inside and outside of the school building. Teachers have the opportunity to visit with the LMS on Tech Tuesday, held on the 2nd and 4th Tuesdays of every month. Tech Tuesday began in February and is an opportunity for teachers to extend troubleshoot problems, learn new methods of using technology, and collaborate on ideas for their classroom. Students have also found that research and technology assistance is available while the LMS is in the school building as well as outside of it. As both the LMS (@melissacorey) and the library (@bentonlibrary) are active on Twitter, students have the ability to ask questions via a simple reply. This method has been used multiple times this school year by a variety of students and teachers. Examples are included below.
BENTON LIBRARY MEDIA CENTER END OF YEAR REPORT SECTION V: PHYSICAL USAGE/COLLECTION USAGE
Benton Library saw astronomical usage compared to previous years. Not only were levels high for usage by individual students, classes used the library extensively. As well, checkouts of both books and laptops reached unheard of levels. Circulation of the print collection was at a record level. Alexandria shows the circulation of books for YTD to be at 8500 for the 2008-2009 school year. This was prior to the weeding project, so that figure reflects a collection of 12,000 units. This year, the physical collection (minus warehouse checkouts) equals approximately 6,000 units. With this collection, the circulation statistics neared 15,000. This statistic can be reflected in a few ways. With a physical collection of 6,000 units, this would mean that each book in the collection checked out 2.5 times during the 2009-10 school year. With a student population of 900 students, this would mean that each student checked out approximately 17 books during the 2009-10 school year. Regardless, it is clear that for a library of our size, these circulation figures are astonishing! Clearly, it is the QUALITY of the collection and not the QUANTITY of the collection that is attracting students. As well, we cannot deny that the environment of the library has a large effect on usage. With a friendly, helpful staff and book marketing techniques taken from commercial bookstores (such as using an eye-level shelf for facing out of books for display, marketing books via Twitter, etc.), our library has the ability to not only SERVE students’ reading needs but to also ENTICE them to read more. Beyond these statistics concerning the print collection are many other promising statistics concerning usage of laptops and the facility itself.
PRINT COLLECTION CHECKOUT AUG SEPT OCT NOV DEC 581 1365 1232 2036 1964 5 146 157 171 399 176 227 266 213 589 241 533 526 433 681 159 459 283 1219 295
TOTALS Seniors Juniors Sophomores Freshmen DAILY AVERAGE
65
65
56
113
123
JAN 2580 439 701 1039 401
FEB 1979 352 589 764 274
MAR 2182 261 618 1002 301
APR 488 63 58 135 232
143
124
95
24
MAY YTD 185 14592 16 2009 8 3445 55 5409 106 3729 12
82
LAPTOP COLLECTION CHECKOUT TOTALS In School Overnight (est.)
AUG SEPT OCT NOV 184 794 1053 859 184 794 943 719
DEC 1479 1479
JAN 997 974
N/A N/A
DAILY AVERAGE 20 38 (In School) DAILY AVERAGE N/A N/A (Overnight)
FEB MAR APR N/A 1744 1136 N/A 1671 1101
MAY 1164 1123
YTD 9410 8988
110
140
N/A
90
N/A
95
35
41
511
43
38
92
46
N/A
73
60
64
48
5
7
N/A
4
N/A
4
2
1
5
STUDENT VISITS TOTALS DAILY AVERAGE
AUG SEPT OCT NOV 53 601 1061 970 4
29
48
51
DEC 622
JAN 306
FEB N/A
39
15
N/A
MAR APR MAY 819 689 451 36
33
22
YTD 4432 30
CLASS VISITS AUG SEPT OCT NOV DEC TOTALS (For Books) TOTALS (For Projects) DAILY AVERAGE
JAN
FEB
MAR APR MAY
YTD
17
16
25
23
6
27
N/A
20
27
6
134
2
21
9
11
4
21
N/A
14
7
37
82
2
2
2
2
0.6
2.4
N/A
1.5
1.2
2
1.6
BENTON LIBRARY MEDIA CENTER END OF YEAR REPORT SECTION VI: COLLECTION ANALYSIS
Two collection analyses are presented here to display the shifting nature of the collection. First, a collection analysis of current holdings is presented in tabular and graphical format. This collection still reflects many books weeded during the 2008-09 school year. However, we can see a 50-50 split between fiction and non-fiction. These numbers mean little unless we also look at the fact that 447 units have been weeded this school year alone. This means that we are still finding books which have non-use, ancient copyright dates, and the like. However, when we look at the collection analysis for new items, we can see the emphasis on leisure reading via fiction and 700s (graphic novel) purchases, which is in line with our SIP goal to increase literacy. As well, it is clear to see that the library is still focusing on providing an up-todate, well-rounded collection in all Dewey areas.
DISCARD
PRINT COLLECTION ANALYSIS - CURRENT HOLDINGS TOTALS FICTION
4167
NON-FICTION 000s 100s 200s 300s 400s 500s 600s 700s 800s 900s
4143 140 198 83 1118 11 121 468 1064 316 624
PROFESSIONAL
64
WEEDED
447
Fiction! 000s! 100s! 200s! 300s! 400s! 500s! 600s! 700s! 800s! 900s! Professional!
PRINT COLLECTION ANALYSIS - NEW ITEMS TOTALS FICTION
611
NON-FICTION 000s 100s 200s 300s 400s 500s 600s 700s 800s 900s
430 11 10 3 39 2 26 29 265 8 37
BIOGRAPHY
74
PROFESSIONAL
28
Fiction! 000s! 100s! 200s! 300s! 400s! 500s! 600s! 700s! 800s! 900s! Biography! Professional!
BENTON LIBRARY MEDIA CENTER END OF YEAR REPORT SECTION VII: PRODUCT SPOTLIGHT
As a way of showcasing exactly what Benton Library is all about, we can provide a snapshot of an important purchase made in the past year. One product purchased that is not a traditional database or print item is LibGuides, a product from Springshare. LibGuides is an excellent tool for research libraries. However, more and more school libraries are jumping on the bandwagon and adopting LibGuides. LibGuides allows librarians to build subject-based guides for usage by classes interested in just about any topic. LibGuides is a web-based product that cost only $550 a year for school libraries. With LibGuides, a librarian can add and reuse “boxes” to a guide, control the look and feel, and even receive feedback from users. These “boxes” can be filled with a variety of content. Videos can be embedded. RSS feeds can be automatically loaded. Links from Delicious can be imported via tag or username. Links and images can direct users as to how they will perform searches and conduct research. The strength of LibGuides lies in its extensibility. It can be used to deliver database or free web content. As well, it is an excellent alternative to static webpages or even the library Ning. Because of the “box” model used by LibGuides, information is easy to scan, understand, and use. When reviewing the purchase of LibGuides, we can remind ourselves of this quote:
“It’s not information overload. It’s filter failure.” -Clay Shirky, September 2008, Web 2.0 Expo NY LibGuides allows librarians to filter information for students. However, it is NOT a spoon-fed approach. See below for how LibGuides allows students control over their own research destinies via CHOICE.
Search boxes for Google, Google Scholar, Google Books
Direct links to subject-specific databases or portal pages
Contact info Delicious linkroll
Feedback box
Instantly loading RSS feed for up-to-
Interactive links, including Google
date information on the fly
Maps and YouTube videos